Form 2 Curriculum Overview

Form 2: Curriculum Overview

Spring Term

English Mathematics History/ Geography Science

• Writing; fact file, story planning and writing, text level activities linked to a book, similes. Command sentences. Using adverbials to express time.

• Grammar (sentence structure including correct use of full stops, capital letters, exclamation marks, commas, question marks). To be able to write using the create tense.

• Spelling (consolidating national curriculum Form 1 & 2 spelling words, correct use of ‘a’ and ‘an’ revision of high frequency words and word families), more spelling rules according to the Ruth Miskin Phonics scheme

• Comprehension (literal, inferential and predictions, written and verbal in full sentences) linked to a range of genres

• Handwriting (posture, letter size and formation, presentation and revision of joining the cursive script)

• Speaking and Listening (following instructions, listening to others, taking turns in conversations, speaking clearly to a variety of audiences, presentations, performance)

Spring 1

• Properties of shape

• Recognise 2D and 3D shapes

• Count sides and vertices on 2D shapes

• Count faces on 3D shapes

• Count edges and vertices on 3D shapes

• Sort and draw 2D and 3D shapes

• Make patterns with 2D and 3D shapes

• Lines of symmetry

Multiplication and division

• Recognise, make and add equal groups

• Multiplication sentences using the X symbol

• Use arrays

• Make doubles

• 2, 5 and 10 times tables

• Make equal groups – sharing

• Make equal groups - grouping

• Divide by 2, 5 and 10

Spring 2

• Measurement: length and height

• Measure in centimetres(cm)

• Measure metres (m)

• Compare and order lengths and heights

• Four operations with lengths and heights

Measurement: mass, capacity and temperature

• Introduce weight and mass

• Compare mass

• Measure In grams and kilograms

• Four operations with mass

• Introduce capacity and volume

• Compare volume and capacity

• Measure in millilitres and litres

• Four operations with volume and capacity

• Temperature

Spring 1

Geography

• Topic: JOURNEYS – FOOD

• To understand what shops there are on a high street and what we can buy from these shops

• To understand how our food gets to us.

• To understand what farming is, what a farmer does and where the plants and animals we eat come from.

• To understand that animals are reared in the UK, and used for dairy and meat.

• To understand that some traditional foods originate in the UK.

• To understand the geography of the UK, and the types of food produced here.

Spring 2

History

• Topic: HOLIDAYS

• To know what seaside holidays were like when our grandparents were children.

• To use photographs to provide information about seaside holidays in the recent past.

• To use sources to provide information about seaside holidays in the recent past.

• To use stories to provide information about seaside holidays in the recent past.

• To understand the diversity of holiday experiences from when our grandparents were children.

• To use our knowledge of the seaside in the past to create our own reconstruction

Spring 1

• Everyday Materials

• To explore the work of Charles Macintosh; understand how the properties of materials can be changed

• To know about John McAdam’s intervention, recognise that new materials are constantly being invented.

• To explore the work of John Dunlop; identify and compare the usefulness of certain materials when forces are applied

• I can explain why we use certain materials.

• Investigate squashing, bending, twisting, and stretching

• Compare the uses of everyday materials in and around your school or home with materials in other places.

Spring 2:

• Living things and Their Habitats - Habitats

• To explore the differences between things that are living, dead and things that have never been alive

• To describe how animals obtain their food from plants

• To identify and name a variety of plants and animals in a microhabitat

• To understand the journey food makes from the farm to the supermarket

• Identify and name different sources of food

• To learn about the food chain

Ideas for home:

• Pobble - use image as a stimulus for creative writing

• Comprehensions

• AR reading quizzes

Ideas for home:

• TopMarks Online Games

• Similarities and differences between addition and multiplication

Ideas for home: Geography

• Walk down the Chiswick High Street and identify all

Ideas for home:

• To make a non-waterproof material waterproof.

• To investigate different materials they can find at home.

• Writing a new version of a familiar story

• Creating exciting posters.

• Tour London and all the famous landmarks

• Multiply and divide by 2, 5 and 10

• Recognising 2D and 3D shapes

• Use a measuring tape to measure different parts of the body.

• Weigh different objects around the house.

the different types of food shops.

• Children can then identify what food they can buy from the different shops.

• To identify that some foods are produced in different countries.

• To plant a vegetable garden.

• To cook traditional UK food with an adult.

History

• To visit the seaside with their family.

• To compare photos of their grandparents at the beach when they were younger to photos of them at the beach.

• To ask their grandparents to tell them stories about the beach when they were younger.

• Walk around the community and identify any microhabitats

Next steps:

• Create a persuasive poster encouraging tourists to visit London.

• Create a London fact file.

• To be confident with the Year 2 common exception words.

Next steps:

• Read scales* where not all numbers on the scale are given and estimate points in between

• Recall and use multiplication and division facts for 2, 5 and 10 and make deductions outside known multiplication facts.

• Use reasoning about numbers and relationships to solve more complex problems and explain their thinking (e.g. 29 + 17 = 15 + 4 + ; ‘together Jack and Sam have £14. Jack has £2 more than Sam. How much money does Sam have?’ etc.)

• Solve unfamiliar word problems that involve more than one step (e.g. ‘which has the most biscuits, 4 packets of biscuits with 5 in each packet or 3 packets of biscuits with 10 in each packet?’)

• Describe similarities and differences of 2-D and 3-D shapes, using their properties (e.g. that two different 2-D shapes both have only one line of symmetry; that a cube and a cuboid have the same number of edges, faces and vertices, but different dimensions)

Next steps:

• Create a map of Chiswick High Street.

• Compare and contrast inland versus the seaside.

Next steps:

• To understand how different materials can help us in different seasons.

• To make a microhabitat

Art/ DT Drama Music

• To learn about architecture, monarchs and heraldry and design their coat of arms.

• To learn about portraiture and create portraits by using wax-resist techniques.

• Form 2 will learn to draw silhouettes on landscapes, figure drawings and painting using gradation.

Public Speaking

• To develop public speaking skills.

• To self-evaluate public speaking skills and highlight areas of strength and areas for continued development.

Drama skills

• To explore characterisation

• To use role play and improvisation to explore alternate endings to a parable.

• To develop performance skills whilst reciting a poem.

• To reflect on one’s own performance and think of improvements.

Spring 1

BBC 10 Pieces Project “no place like “

Children will:

• Listen to a new piece of music and describe what they hear

• Listen to the environment around them, and find new sounds

• Practise start and stop

• Conduct the class in starting and stopping

• Make their own ‘Home’ sound piece

• Help write a story with sound effects

Computing

Pictograms

• To collect data in tally charts

• To use attributes to organise data

• To present data on a computer

Robot algorithms

• To create and debug programs

• To use logical reasoning to make predictions

Spring 2

Exploring pulse and rhythm

Children will:

• Perform steady beat patterns with songs.

• Perform different rhythms using simple scores

• Create rhythms using a simple score and perform

• Understand the difference between pulse and rhythm linking to western notation

Religious studies French PE/ Games PSHCEE

PASSOVER - Spring 1

Key Question: How important is it for Jewish people to do what God asks them to do?

• To understand what respect means

• To understand the importance of the Passover story

• To understand what the Seder meal is

• To understand the importance of the Seder meal to Jewish people

• To understand what is important for Jewish people to do during Passover

• To plan a special meal for someone you love and respect

EASTER - THE RESURRECTION - Spring 2

Key Question: How important is it for Christians that Jesus came back to life after his crucifixion?

• To understand the cycle of life

• To retell the Easter story

• To understand the symbols associated with Easter

• To understand why Jesus died on the cross

• To know why Jesus’ resurrection was important

• To understand that Jesus’ resurrection is a sign of life after death

• Learning about the Festival of the Three Kings

• Describing the weather

• Numbers 1 to 12

• Listening and joining in with French songs “Un, deux, trois, nous irons au bois” “Quel temps fait-il?”

• Learning about Easter in France

• Reciting a finger rhyme “Dans le jardin”

• Reading and understanding authentic stories

“L’âne Trotro, le roi de la galette”

“Quel temps fait-il, Berthe”

“Trotro et les oeufs de Pâques”

PE Gymnastics - Spring 1

• To learn shapes, balances, rolls and cartwheels

• To put skills learnt into sequences

Indoor Games - Spring 2

• To play team games working on teamwork, hand-eye coordination, strategy and competitive spirit

• To identify what is fair play and how to show it

Games

Tag Rugby

• To gain an introduction to rugby passing.

• To understand principles of tag rugby and basic rules.

• Demonstrating speed and agility whilst carrying the ball.

• To be able to demonstrate principles of how to tag and how to score a try in various games

Hockey

• To use wooden hockey sticks to learn principles of dribbling, push pass and stopping the ball.

• To play in small sided games

• To practise attacking and defending in small sided games

Spring 1: Dreams and Goals

• Goals to Success

• My Learning Strengths

• Learning with Others

• A Group Challenge

• Celebrating Our Achievement

Spring 2: Healthy Me

• Being Healthy

• Being Relaxed

• Medicine Safety

• Healthy Eating

• Happy, Healthy Me!